A criticism of the current climate of public schools where standardization is key, compliance is rewarded, and resistance is met with lowered status and increased scrutiny. This article asserts that acts of resistance can be crucial opportunities to promote a student’s moral, political, and intellectual development. Civic education, student agency, conflict management, and communities of inquiry are areas that require attention and application in the classroom.

Author Biography

Frank Pignatelli has been a member of the Bank Street Graduate Faculty since 1990. Before that, he worked as a teacher and educational administrator in the New York City public schools. He is co-editor, with Susanna Pflaum, of Celebrating Diverse Voices: Progressive Education and Equity and Experiencing Diversity: Toward Educational Equity. He has published in the areas of philosophy and politics of education, activist research, and educational leadership.



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